PROMOTING AUTOPSYCHOLOGICAL COMPETENCE OF FUTURE TEACHERS THROUGH ENGLISH LANGUAGE LEARNING

Abstract

This article examines the role of English language learning in promoting autopsychological competence among future teachers. The study is theoretical and draws on research in language pedagogy and educational psychology. It argues that the integration of self-regulated learning (SRL) strategies, reflective practices, and interactive methods supports not only language acquisition but also the development of self-awareness, critical thinking, and emotional regulation. Activities such as reflective journals, peer feedback, and project-based tasks encourage learners to analyze their progress and regulate their learning processes. The findings suggest that English language learning can serve as an effective tool for both linguistic and personal development. Further empirical research is recommended to validate these conclusions in practice.